SCHOOL OF EDUCATION

BA IN ENGLISH

FROM BEING A GOOD LEARNER

INTO BECOMING A LIFELONG
LEARNER

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TEACHING
 INTRODUCTION

Learning is not a spectator sport. Students do not learn much

just by sitting in class listening to teachers, memorizing
prepackaged assignments, and spitting out answers. They
must talk about what they are learning, write about it, relate it
to past experiences, apply it to their daily lives. They must
make what they learn part of themselves.

(Arthur W. Chickering and Zelda F. Gamson, 1987)

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TEACHING
 TWO PERSPECTIVES
“Well, I’ve got to admit I don’t
prepare classes that often. But, I
understand what they are about... I
normally come to class, listen to the
teacher or to the presenters and take
some notes... I rarely ask questions
or make comments in class. I don’t
think it’s necessary. Besides, I’m
shy... If I’m confused or lost, I talk to
a classmate or to the teacher... I just
review previous lessons when
there’s a quiz or an exam. The rest
of the time I read copies or do
assignments.... Basically I don’t
expand or reinforce course contents
because I don’t have much time... I
think I learn well when the teachers
are good and the topics are
interesting.”
29/01/10 YAMITH JOSÉ FANDIÑO - MA IN
TEACHING
“OK. I don’t prepare class all the
time, but I make an effort to do it.
That way I can check what I
understood, clarify doubts, and
participate... Listening and taking
notes are not enough for me. If
that’s all I do, I get bored or
distracted in class... I try to ask
and answer questions because
I’ve noticed it helps me
consolidate what I know...
Reviewing from time to time helps
me connect things... Readings and
assignments need to be
accompanied by some
reinforcement and expansion.
Otherwise one forgets things... I
work and study so I have to use
my time intelligently... I know I can
learn anything when I put my mind
to it.”
 STUDYING VS LEARNING
(Noel Entwistle, 1991)

Studying Learning

Spending time reading or Gaining and acquiring skills

going to classes in order to and knowledge by
obtain methodical experience, thought,
information. research, or education.

Activities Activities

- Increase one's knowledge. - Develop and transform

one's understanding.
- Memorize and reproduce.
- Change and grow as a
- Utilize facts and person.
procedures.

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TEACHING
In order to LEARN successfully, one needs two
basic things:

- understanding what a good learner is

and
- knowing how to become one.
 CHARACTERISTICS OF A GOOD
LEARNER
(www.logo.com/twp/goodlearner.html)

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TEACHING
 A METHOD FOR BEING A GOOD
LEARNER
PREPARE PARTICIPATE REVIEW

Have a careful Ask relevant and Do assignments

look at the lesson appropriate
materials. questions. conscientiously.

Analyze and reflect Give complete and Evaluate your

on topics / elaborate comprehension or
contents. answers.
progress.
Hypothesize and Confirm, adjust or
elaborate own correct Solve problems or
interpretations. hypotheses or doubts.
interpretations.

29/01/10 YAMITH JOSÉ FANDIÑO - MA IN

Reinforce or expand
TEACHING topics/contents.
 Being a good learner can help students be
successful in their classes. But, this is NOT enough.

We are living in the knowledge society that demands

and expects from us more and better skills.

Learners in the 21st century do not just need to be

good learners, they also need to be lifelong learners.
 LIFELONG LEARNING
DEFINITION CHARACTERISTICS

- Being aware of the relationship

It is the lifewide, between learning and real life.
voluntary, and self-
motivated pursuit of
- Having an inquisitive mind
knowledge for either characterized by a love of
personal or professional learning, curiosity, and a critical
reasons. spirit.

It recognises that learning - Developing learning skills

is not confined to focused on profound learning.
childhood or the
classroom, but takes (PC Candy, RG Crebert, JO
place throughout life and O’Leary, 1994)
in a range of situations.
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 LIFELONG LEARNERS
ACTIVE LEARNERS

COOPERATIVE LEARNERS AUTONOMOUS LEARNERS

LIFELONG LEARNERS

CREATIVE LEARNERS STRATEGIC LEARNERS

CRITICAL LEARNERS
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TEACHING
 ACTIVE LEARNING
It refers to the dynamic participation of students in the
learning process through engagement, reflection and
the use of higher order academic skills such as
analysis, synthesis and evaluation. (Mike McManus,
2009)

Identify personal goals and the steps necessary to

achieve them.
Use resources (people and tools) to attain objectives.
Learn how to solve almost any problem they ever have to
face.
Use time well.

http://www.lafayettehigh.org/Course
%20Guide/becoming_an_active_learner.htm

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TEACHING
 AUTONOMOUS LEARNING
Autonomy is about people taking more control over
their lives - individually and collectively. Autonomy in
learning is about people taking more control over their
learning in classrooms and outside them. From this
point of view, autonomy involves self-government
abilities and attitudes that people possess, and can
develop to various degrees. (Benson & Voller)

Show responsibility and initiative in the development of

their learning agenda.
Reflect on what have learnt, evaluate effect, develop and
use self-evaluative criteria.
Self- regulate their interaction with other participants and
the proper employment of resources.
(Myriam Luna & Diana Sánchez, 2005)

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TEACHING
 STRATEGIC LEARNING
It is learning in which students construct their
own meanings, and in the process, become aware
of their own thinking. Students develop their
ability to analyze, reflect on, and understand their
own cognitive and learning processes -
metacognition. (Bob Kizlik)

Prepare and plan how to face learning situations

satisfactorily.
Practise, monitor and evaluate consciously what are
taught.
Develop and use a collection of techniques or tactics
(Wenden & Rubin, 1987)

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TEACHING
 CRITICAL THINKING
Critical thinking is the intellectually disciplined
process of conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information
gathered from, or generated by, observation,
experience, reflection, reasoning, or
communication, as a guide to belief and action.
(Michael Scriven and Richard Paul)

Critical thinkers examine situations from different

points of view before coming to conclusions.
Critical thinkers separate facts from opinions.
They appreciate and try to understand others'
thoughts, feelings, and behaviors.
Randall Osborne, Paul Kriese, Heather Tobey &
Emily Johnson (2009)

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TEACHING
 CREATIVE THINKING
Creative thinking involves generating something
new or original. It involves the skills of flexibility,
originality, fluency, elaboration, brainstorming,
modification, imagery, associative thinking,
attribute listing, metaphorical thinking, forced
relationships. The aim of creative thinking is to
stimulate curiosity and promote divergence.
(Benjamin Bloom)

Generate a large number of unusual ideas or solutions

to problems and questions.
Are willing to take risks and be adventurous.
Are comfortable with imagination and innovation.
See difficulties as opportunities and challenges as
interesting.
(Leslie Owen Wilson, 2004)
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TEACHING
 COOPERATIVE LEARNING
It suggests a way of dealing with people which
respects and highlights individual group
members' abilities and contributions. There is a
sharing of authority and acceptance of
responsibility among group members for the
groups actions. The underlying premise is
based upon consensus building through
cooperation by group members. (Ted and
Patricia Panitz, 1998)

Are leaders who can guide and support others.

Constantly seek, identify and create effective
contacts with others.
Enjoy working in a group towards a common goal.

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TEACHING
 CONCLUSIONS
Study less, learn more.

Be a GOOD learner: Be positive, listen well, share, ask for

help, concentrate, do homework, take risks, and persevere.

Have a method: Prepare, Participate, and Review.

Develop lifelong learning: Be an active learner, use critical

thinking, exercise autonomy, use creative thinking, be
strategic and cooperate.

“A successful learner is not someone who spends lots of

time studying and doing assingments, but someone who
takes charge and plans his/her own learning responsibly”.
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 REFERENCES
Candy PC, Crebert RG, O’Leary JO: Developing Lifelong learners through undergraduate education. Canberra, Australia: National Board of
Employment, Education and Training 1994 , p. 43 as cited by Knapper et al, 2000, p. 47.

Chickering Arthur and Gamson, Zelda. (1987, March). Seven Principles for Good Practice. AAHE Bulletin 39: 3-7. Retrieved from
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

Entwistle, Noel. (1991) Learning and studying: Contrasts and influences. In Dee Dickinson (Ed). Perspectives on Educational Change. New
Horizons for Learning. Retrieved from http://www.newhorizons.org/future/Creating_the_Future/crfut_entwistle.html

Luna, Myriam & Sánchez, Diana. (2005). Profiles of Autonomy in the Field of Foreign Languages. PROFILE Issues in Teachers' Professional
Development, 6. Retrieved from http://revistas.unal.edu.co/index.php/profile/article/viewFile/11189/11853

McManus, Mike. (2009). Active learning. Retrieved from http://extra.shu.ac.uk/alac/activel.html

Osborne, Randall; Kriese, Paul. Tobey, Heather & Johnson, Emily. (2009). Putting It All Together: Incorporating “SoTL Practices for
Teaching Interpersonal and Critical Thinking Skills in an Online Course . INSIGHT A journal of scholarly teaching, Vol. 4.
Retrieved from http://www.insightjournal.net/Volume4/InSightVol4-2009.pdf

Panitz, Ted and Panitz, Patricia. (1998) Ways To Encourage Collaborative Teaching In Higher Education. In James Forest. University
Teaching: International Perspectives,
Perspectives, New York: Garland Publishers. Retrieved from
http://home.capecod.net/~tpanitz/tedsarticles/encouragingcl.htm

Wenden, A., & Rubin, J. (Eds.). (1987). Learner Strategies in Language Learning. Englewood Cliffs, NJ: Prentice Hall.

Wilson , Leslie (2004). Creative characteristics. Creative Index. Retrieved from http://www.uwsp.edu/education/lwilson/creativ/index.htm

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